Identify a Policy and Evaluate Its Impacts on Your Practice, Reflecting on the Effect the Policy Has on Outcomes for Children and Young People.

Gov.uk (2001) states inclusion is about recognising that every child, irrespective of their background or situation are individuals, and they have the right to access a curriculum that is planned to meet their different requirements. It can be their personal, social, emotional and academic development that may be affected if the work they are given is not differentiated for their individual needs. The Equality Act

M1 - Analyse how the above policy and procedures help children/young people and their families whilst the child is being looked after.

M1- Discuss how policies and procedures help children, young people and their families whilst the child is being looked after.

Outcome 1 – Understand the main legislation, guidelines, policies and procedures for safeguarding children and young people.

Consistently throughout the PGDE course we are studying how to become a more inclusive practitioner whether it is through campus based learning, additional readings or teaching experience in local schools. We continuously strive towards learning how to make school a more inclusive environment. This assignment exemplified with references to reading such as Government policies, legislation and research articles as well as reflecting on my own teaching experience I hope to highlight the teachers’ role in creating an inclusive environment within an individual classroom. Having studied selective literature with theories and research, which could have influenced Scottish Education Policies, I draw attention to discrepancies on matters of inclusion and social justice that exist between them and the implications they have for learning.

The follow assessment will have a brief description of the importance of inclusion and inclusive practices in work with children and young people. And it also contains an exploration of how our own attitudes, values and behaviour may lead to that inclusive practice, how to challenge discrimination and how to promote some important anti-discriminatory and inclusive practices.

Establish what lessons are to be learnt from the case about the way in which local professionals and organisations work individually and together to safeguard and promote the welfare of children;

Gladwell reveals that to excel in the world, one must be born with or introduced to the right tools. These tools may include being born into a high class home, when one is born, as well as being recognized early in school. When Lewis Terman, in 1921, conducted the Genetic Study of Genius observation, he only took into account the subjects I.Q. scores. It wasn’t until later, when he noticed the divergence of three different groups A, B, and C, did he realize that it wasn’t only about scores. The groups were separated by societal class, group A born from the high end of the scale while C was from the lower end. Group A, as well as most of B, did superb at the same time that group C fell out. Intelligence

The Children Act 1989 and the United Nations Convention on the Rights of the Child (UNCRC; United Nations Charter for the Rights of Children 1989) and the Children and Families Act 2014 have driven a theoretical and policy shift in the attitudes and understandings of children’s involvement in the services relevant to them (Goodyer, 2012; Simpson, 2015). Goodley, (2012 p394) argues children’s rights under the UNCRC are based on the three premises of rights: the rights to protection, provision and participation. This distinction can contribute to the ways in which welfare provision in England operates different models, simultaneously creating tensions between parallel provisions. The child development model underpinning the current child and family practice enables the provision and protection aspects of children’s right to be addressed. Child and family social work has been extremely preoccupied with providing children with a safe and protected childhood, with looked-after children being deemed a low priority in the participation, design, delivery and monitoring of their services (Goodyer, 2012). According to Cocker and Allian (2012 p36) “the philosophy of the Children Act 1989 is that the best place for children to be brought up is within their own family, and that children in need can be helped most effectively if the local authority – working in partnership with parents – provides an

Legislations and codes of practice help us to better understand the school policy in which we work. We are not expected to know all the details of each and every code and legislations but as a practitioner working with children, we need to identify the main one that has to do with promoting equality and valuing diversity in school. We need to show that we are aware of them in our practice. Each school must produce a range of policies which formally sets out the guideline and procedure for ensuring equality. These must take into account of the rights of individuals and groups within the school. Policies should also provide guidance for staff and visitors to the school on ways to ensure inclusive practice. There may be a number of separate policies or they may be combined. Policies must include ways that schools work in relation to:

Robert’s rights to inclusion is reinforced by the Special Educational Needs and Disability Act (2001) which gave Robert the right to attend mainstream school and to be educated alongside his peer (Thomas and Vaughan, 2005). The Act strengthened further the Disability Discrimination Act (1995) which makes discrimination again Robert unlawful. The United Nation Convention on the Right of the Child Article 23, highlights that a child with a disability should have effective access to and receive an education ( Jones , 2004) Tassoni (2003) underlined that The Children Act (1989) spelled out the idea that all children have rights. It required protecting all children, but also highlighting the needs and rights of vulnerable children. As with Robert, he is a child in need and as such the school and LEA has legal duties to make sure that Robert is achieving within society.

It is important here to clearly distinguish between the terms of integration and inclusion as they are often interchanged (Thompson, 2002). Ainscow (1995) suggests that integration is about making a limited number of additional arrangements for individual pupils with SEN in schools which themselves change little overall, reflecting Warnock’s report. On the other hand, inclusion implies the introduction of a set of changes through which schools restructure themselves so as to be able to embrace all children. Integration involves the school in a process of assimilation where the onus is on the assimilating individual (whether a pupil with SEN or a pupil with a different cultural and linguistic background) to make changes so that they can 'fit in'. By contrast inclusion involves the school in a process of accommodation where the onus is on the school to change, adapting curricula, methods, materials and procedures so that it becomes more responsive. The creation of an inclusive school system certainly appears to harbour numerous challenges including: changing of staff attitudes; restructuring of the physical

The Children’s Act 2004 – provides the legal basis for how social service and other agencies deal with issues relating to children. It arose from the Green Paper “Every Child Matters” and identifies the following outcomes for all children:

The best way to break down the possible elements that impact an individual’s intelligence is to separate it into four distinct parts: genetic traits, family influence, education through schooling, and non-familial intervention through society (French 2). Three of these involve the environment and how it affects the human mind. Society is a major part of everyone’s mentality, because it guides the actions of its population. Pop culture and actively learning through peers both add basic information to learn from and a comparison to normal actions taken in a healthy environment by people in the world. Family values contribute towards the child by influencing his or her decisions in life, as well as the way he or she views the world. Parents are

Multiple factors cause disparity and inequality in education. Therefore the social inclusion challenge is vast – high levels of poverty, fragile environments, entrenched gender and caste discrimination and the existence of ‘hidden’ groups of particularly vulnerable children, including disabled children, working children, HIV affected children and those displaced by conflict. Adding to these challenges are weak governance, incoherent policies, and weak coordination and collaboration within and between sectors.